Discuss the challenges involved in assessment of online collaborative projects and activities. Be specific and give examples.
Assessing Collaborative Projects There are several challenges involved in the assessment of online collaborative projects. I will provide two challenges with regards to online assessments. It is interesting to note that there are two forms of assessment. One form is formative, which can take place at any time during the course. The formative evaluation provides feedback for the instructor for possible adjustments in the learning process. On the other hand the summative evaluation takes place at the conclusion of the course. The summative evaluation generally measures student satisfaction with the class as well as student satisfaction with the instructor. Both forms of evaluation are important for continued learning and curriculum development. One challenge with online assessment is the student’s evaluation of materials. It is important for the instructor to gain a correct and fair evaluation of the materials used for the course. This assessment can be done by means of a set of evaluative questions. For example, in addition to quizzes and examines a discussion thread in the form of a student evaluation is often good measure of students self- assessment in comparison to the instructors expectations. To be more specific, the instructor will be able to use a grading rubric in which the student can quickly check off how they feel about their accomplishments. The list of leveled choices of student involvement can be non-performance, basic, proficient and distinguished. The challenge comes in when the student feels that he or she cannot answer with truth due to fear of repercussions from a professor who sees the results. (Palloff & Pratt, 2007). Another example is the actual student examine. More specifically, let’s take a look at a learner who needs to take a math course examine. The challenge comes in with the integrity of the learner. Can an online learner take the math test and have a math major for example right next to him or her to help when a challenging math problem comes along that cannot be answered? This action would be considered cheating. The playing ground is not fair for the learner taking the same math test without the benefit of the math major’s assistance. My recommendation to have a remote location for learner to meet for key examinations only to even the playing field and make sure the objectives of the instructor were in fact truly met. The learner should be able to show evidence of growth individually.
Reference Palloff, R., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco, CA: John Wiley & Sons, Inc.
Assessing Collaborative Projects
There are several challenges involved in the assessment of online collaborative projects. I will provide two challenges with regards to online assessments. It is interesting to note that there are two forms of assessment. One form is formative, which can take place at any time during the course. The formative evaluation provides feedback for the instructor for possible adjustments in the learning process. On the other hand the summative evaluation takes place at the conclusion of the course. The summative evaluation generally measures student satisfaction with the class as well as student satisfaction with the instructor. Both forms of evaluation are important for continued learning and curriculum development.
One challenge with online assessment is the student’s evaluation of materials. It is important for the instructor to gain a correct and fair evaluation of the materials used for the course. This assessment can be done by means of a set of evaluative questions. For example, in addition to quizzes and examines a discussion thread in the form of a student evaluation is often good measure of students self- assessment in comparison to the instructors expectations. To be more specific, the instructor will be able to use a grading rubric in which the student can quickly check off how they feel about their accomplishments. The list of leveled choices of student involvement can be non-performance, basic, proficient and distinguished. The challenge comes in when the student feels that he or she cannot answer with truth due to fear of repercussions from a professor who sees the results. (Palloff & Pratt, 2007).
Another example is the actual student examine. More specifically, let’s take a look at a learner who needs to take a math course examine. The challenge comes in with the integrity of the learner. Can an online learner take the math test and have a math major for example right next to him or her to help when a challenging math problem comes along that cannot be answered? This action would be considered cheating. The playing ground is not fair for the learner taking the same math test without the benefit of the math major’s assistance. My recommendation to have a remote location for learner to meet for key examinations only to even the playing field and make sure the objectives of the instructor were in fact truly met. The learner should be able to show evidence of growth individually.
Reference
Palloff, R., & Pratt, K. (2007). Building online learning communities: Effective strategies for
the virtual classroom. San Francisco, CA: John Wiley & Sons, Inc.